英語教學(xué)法復(fù)習(xí)要點(diǎn)

1、英語教學(xué)法復(fù)習(xí)要點(diǎn)英語教學(xué)法復(fù)習(xí)要點(diǎn)Structural view on language ： The structural view of language sees language as a linguistic system made up ofvarious subsystems: the sound system(phonology);the discrete units of meaningproduced by sound combinations(morphology), and the system of combining units of meaning for com

2、munication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view oflanguage was combined with the stimulus-response principles of behavioristic psy

3、chology, the audiolingual approach to language learning emerged.Interactional view on language ： The interactional view considers language to be a communicative tool, whose mainuse is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and

4、vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.Communicative competence ： The goal of CLT is to develop studentscommunicative competence, which includes both the knowledge about the language and the knowledge about

5、how to use the language appropriately in communicative situations.There are five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, fluency.Task in English language teaching ： Task-based Language Teaching is a further

6、 development of Communicative Language Teaching. It shares the same beliefs, ,as language should be learned as close as possible to how itisusedin reallife. However, it has stressed the importance to combine fbrm-focused teaching with communicative-focused teaching.Overall language ability ：Learning

7、:cognitive; self management; communication; resourcingLanguage learning: listening; speaking; reading; writingLanguage: phonetics; grammar; vocabulary; functions; topicsCultural: knowledge; understanding;awarenessAffect: international; perspectives; patriotism; confidence; motivation1/51/5英語教學(xué)法復(fù)習(xí)要點(diǎn)C

8、omponents of a lesson plan ： background information; teaching aims; language contents and skills; stages and procedures; teachingaids; end oflesson summary; optional activities and assignments; after-lesson reflection.The role of the teacher : controller, assessor, organizer, prompter, participant,

9、resource-provider, facilitators, guides, researchersErrors and mistakes ： a mistake has nothing to do with the language competence,but a result from a temporary breakdown. When a mistake is challenged or given enough attention, it can be self-corrected. An error has direct relation with the learners

10、 language competence. Errors do not result from carelessness nor hesitation, but lack ofknowledge in the target language. Language errors cannot be selfcorrected no matter how much attention is given.The goal ofteachingpronunciation ： Consistency: the pronunciation should besmooth and natural; Intel

11、ligibility: the pronunciation should be understandable to the listeners; Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.Principles for teaching speaking ： balancing accuracy-based with fluency-based practices; contextualising practice; pers

12、onalising practice; building up confidence; maximising meaningful interactions; helping students develop speaking strategies; making the best use of classroom learning environment to provide sufficient language input and practice fbr the students.Mechanical practice ： involves activities that are ai

13、med at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequentty used in mechanical practice.Meaningful practice ： in meaningful practice, the focus is on the production, comprehension

14、or exchange of meaning though the students keep an eye on the way newly learned structures are used in to process. Meaningful practice usually comes after mechanical practice.2/51/5英語教學(xué)法復(fù)習(xí)要點(diǎn)The deductive method ： relies on reasoning, analyzing and comparing. Frist, theteacher writes an example on th

15、e board or draws attention to an example in the textbook. Then the teacher explains the underlying rules regarding the forms and positions of certain structural terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and pre

16、viously learned structure. Finally, the students practice applying the rule to produce sentences with given prompts.Guided discovery method ： The guided discovery method is similar to theinductive method in that the students are induced to discover rules by themselves but different in that the proce

17、ss of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly. There are two key theoretical issues related to this method: the role of explicit knowledge in language learning and the value of discovery as a general method oflearning.Knowin

18、g a word ： Knowing a word means knowing its pronunciation and stress;its spelling and grammatical properties; its meaning; how and when to use it to express the intended meaning.Vocabulary consolidation activities : labelling; spot the difference; describe and draw; play a game; use word series; wor

19、d bingo; word association; find synonyms and antonyms; categories; using word net-workConnotative meaning of a word ： A connotative meaning of a word refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or readers interpretation of the

20、word. These would include words that may express a positive or negative attitude or subtle feelings towards something.Denotative meaning of a word ： Denotative meaning of a word of a lexical item refers to those words that we use to label things as regards realobjects, such as a name or a sigh, etc.

21、 in the physicalworld. This is usually the primary meaning of a word and may seem relatively easy to learn.Vocabulaty learning strategies ： review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, manage strategy use3/51/5英語教學(xué)法復(fù)習(xí)要點(diǎn)Top-down model of listening :

22、 In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized.Bottom-up model of listening ： In the bottom-up model, listeningcomprehension is believed to start with sound and meaning recognitions. In other word, we use

23、 information in the speech itself to try to comprehend the meaning. Listeners construct meaning of what they hear based on the sound they hear. This process of listening expects the listener to have a very effective short-term memory as they have to make sense of every sound in order to figure out t

24、he meaning of words, phrases and structures. If there are unfamiliar sounds, listeners will find it very hard to keep up with the speaker.Sight vocabulary ： Words that one is able to recognise immediately are oftenreferred to as sight vocabulary. In other words, your sight vocabulary will be those w

25、ords that you can recognise with both sounds and meanings without special effort from your brain.Interactive model for teaching reading :The transition device ： The way to transfer information from one form toanother is called a transition device. Some transition devices that are often used in teach

26、ing reading are: pictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie charts, bar charts, flowcharts, chronological sequence, subtitles and notes. Most of the transition devices listed above make use of visual aids so that information in text form is visualized.The purpose of transi

27、tion device:Focus attention on the main meaning of the text;Be able to simplify sophisticated input so that it becomes the basis for output;Allow students to perform tasks while they are reading;Highlight the main structural organization of a text/part of a text, and show how the structure relates to meaning;Involve all the students in clearly defined reading tasks;Precede one step at a time;When a TD is completed, use it as a basis for furth